New coalition launched to rethink assessment
A new educational movement – Rethinking Assessment – has been formed to challenge the status quo around assessment in English secondary schools. The exam system, they believe, neither measures the right things, nor is very reliable – and leaves in its wake a trail of stress and unfairness. Rethinking Assessment is a coalition of independent schools, headteachers and key figures from the state sector, scientists, business people, universities, and others making the argument for change as well as working to provide practical solutions.
In an open letter published in the Sunday Times, Rethinking Assessment, of which Bedales is a central part – argues that many young people find the relentless practice and planning for content-heavy exams increasingly stressful. The co-signatories observe that childhood has become significantly less enjoyable, and that between the ages of 14 and 19, a period when many young people are ready to flourish, they are instead forced to plough through year after year of exam practice.
Students leave school with only a partial record of their capabilities, with employers frustrated that the education system fails to prize work-relevant skills as highly as academic knowledge.
Headteachers feel trapped by the pressure of exams, and many who are passionate about social mobility believe that any algorithmic system that dooms a third to fail is socially unjust.
A better system requires time and skill, but the group argues that there are plenty of assessment practices that provide clues. Other countries rely more on teacher judgement, whilst businesses have invested huge resources in devising strengths-based assessments. Technology provides a range of new possibilities. The article makes the case for GCSEs as a good starting point for reform, given that only seven per cent of teenagers now leave school to take up training in employment. Eighty six percent of school leaders want GCSEs scrapped or reformed, according to a recent survey.
Head of Bedales, Magnus Bashaarat, commented:
“Assessment in English schools, especially at GCSE, is outdated, has little educational validity, and doesn’t prepare children for today’s world of work. Collaboration, project work, coursework and continuous assessment are all needed to replace the reductive and repetitive regime of terminal exams.”
Alistair McConville, Bedales Director of Learning and Innovation added:
“Too many exams based on too much material is a recipe for poor quality learning and works against the flourishing and dignity of young people. Kinder, broader, more relevant assessment is possible.”
In 2006, Bedales introduced its own alternative GCSE-level qualifications, with assessment methodology allowing for group presentations, solo presentations and coursework, as well as two shorter exam seasons in each year – thus encouraging and testing a far-wider range of skills and knowledge than can be done via just a terminal exam.
The full article can be seen on The Sunday Times website here (subscription may be required).
See related joint comment pieces by Alistair McConville (Director of Learning & Innovation, Bedales), Peter Hyman (Co-Director of Big Education and co-founder and first headteacher of School 21) and Bill Lucas (Professor of Learning and Director of the Centre for Real-World Learning, Winchester University) in The Telegraph and TES - note subscriptions may be required.
For more about Rethinking Assessment or to join the movement, visit www.rethinkingassessment.com.